Imagined communities: Reflections on the origin and spread of nationalism

2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52

The European commission

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

The Social Psychology of Organizations.

International research in sociology of education provides many opportunities to look at realities of education through a critical lens, revealing what may be hidden in the shadows and often giving voice to those who are frequently silenced and inaudible, whose difficulties are sometimes invisible to the public and sometimes explained by personal and deficit-oriented factors. Sociological approaches to education allow us to unveil the context and to identify the mechanisms of discrimination and social reproduction, thus provoking a discussion of the need for education policy and practice changes at the local, national, regional or global levels that will support social mobility and social transformation. The collection of articles on this issue demonstrates the diversity and depth of discussions in the field of sociology of education, with reference to different national contexts. This issue includes studies dealing with the populations of Finland, Israel, Denmark, Taiwan, India and Sweden. In each of the national contexts, there is an emphasis on a different population and exposure to various social structures at play in education, from those that contribute to the exclusion and discrimination of underprivileged populations to those that allow for agency and change. The first article in this collection by Katariina Mertanenhttps, Kalle Mäkelä, and Kristiina Brunila analyzes youth policies as governed by a framing of the problematisation of young people in Finland today. Based on their analysis, the authors argue that such a framing of the ‘youth problem’ is produced through two conflicting rationalities: neoliberalism and paternalism. What can, however, be seen as a shared view in both modes of governing is the perception of young people as a group whose members have seemingly similar characteristics of immaturity, vulnerability and dependence, which makes them different from the rest of society. The authors show that in Finnish education policies, young people are expected to be proactive and responsible for their own future and if they fail to do so, they are directed to various education and training programmes, unpaid work internships, and other forms of engagement. In the second article, Ruo-Fan Lui describes how the Taiwanese college admission system is not understood similarly by students from various social classes. It is argued that cultural knowledge employed by middleclass youth provides them with chances to interpret the seemly transparent admission criteria and therefore obtain an advantage in college applications. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2022, VOL. 31, NO. 3, 261–263 https://doi.org/10.1080/09620214.2022.2094616

Editorial

The potentiality of converting capitals in new national fields following migration has been the focus of a number of studies. Another, much smaller, literature examines experiences of return migration. In this paper, we follow 15 Israeli families (where both mothers and children have been interviewed) who have been globally mobile for professional reasons. We examine cultural capital accumulation strategies for the children and how these facilitate the occupation of advantageous social positions while abroad. Having returned to Israel, partly due to the COVID pandemic, the national cultural capital the families have so actively cultivated in their children is evaluated as not authentic enough. Meanwhile, the cosmopolitan cultural capital that has been so valorised abroad, is not recognised as something the children can draw on to position themselves either. The paper contributes to the study of return migration, with a unique focus on globally mobile families returning 'home'. We also examine how national cultural capital is conceived and differentially assessed as families move from a more transnational space to that of their home country.

National cultural capital as out of reach for transnationally mobile Israeli professional families – making a ‘return home’ fraught

ABSTRACT Israelis consistently secure European Research Council (ERC) grant funding at higher success rates compared to peers from most participating countries. Israeli scores in the ERC metric within the Adjusted Research Excellence Index (AREI) have been significantly above average and double those of the next highest (Switzerland) – yet on other AREI indicators, including publication and mobility measures, Israel has scored only modestly. Since governmental funding mechanisms in Israeli higher education are heavily weighted to reward institutions for securing external funding, competition between Israeli institutions is intense. This study seeks to understand how various actors in the Israeli system position themselves within their field, and how they navigate and negotiate their positions framed by various disciplinary, institutional, and national pressures. To explore this question, this study uses 43 interviews with stakeholders within the higher education system (including policy makers, senior administrators, and grant winning academics) and documents’ analysis to present the perceptions and strategies of actors at all levels of the Israeli academic research system, using Bourdieu's field theory. We show that the national academic habitus regards grantsmanship as cultural capital and grant attainment as symbolic capital. We highlight differences between the humanities, social, life, and physical/engineering sciences in their perceptions and strategies around external funding.

Navigating academic habitus in a higher education system that prioritises external funding – the case of Israel

Teachers are under increasing pressure to promote various and many times conflicting and fluid sets of values—both global/local—cosmopolitan and national. Teachers are expected to possess meaningful skills, theoretical grounding and practical tools to effectively undertake this role. One way in which to prepare teachers for this, is through internationalisation of teacher education (IoTE). Teacher education programmes are situated within a distinctive niche between higher education (HE) and schools and are expected to both compete with other local/global HEIs and to engage with and supply graduates for the local (often, national) education system. This distinctive position requires teacher education programmes to foster multiple constituencies and identities. In this study, we aim to explore these multiple identities, and how they shape IoTE. We investigate how internationalisation is expressed in two teacher education colleges in Israel. Drawing on internationalisation and organisational identity literature, we explore the role of organisational identities and how multiple organisational identities are negotiated and shape IoTE. We reveal two distinctive strategies, aggregation and compartmentalisation, employed to manage multiple organisational identities. We argue that these divergent strategies produce different forms of IoTE and are closely tied to the institution’s conception of the nation. 

Internationalisation, teacher education and institutional identities: a comparative analysis

The Israeli Eastern Mediterranean International School (EMIS) is a novel and risky entrepreneurial venture with the stated mission of “making education a force for peace and sustainability in the Middle East” (EMIS, 2013). The school aims to educate jointly students from hostile countries in this volatile region together with students from throughout the world. The school is recognized as part of the formal Israeli secondary public education system, using an international curriculum from the International Baccalaureate Organization (IBO).

Radical Entrepreneurship in Traditional System: The Story of the Establishment Process of a New International School for Peace and Sustainability in Israel

Miri Yemini

Papers

Editorial

National cultural capital as out of reach for transnationally mobile Israeli professional families – making a ‘return home’ fraught

Navigating academic habitus in a higher education system that prioritises external funding – the case of Israel

Internationalisation, teacher education and institutional identities: a comparative analysis

Radical Entrepreneurship in Traditional System: The Story of the Establishment Process of a New International School for Peace and Sustainability in Israel